@article{ART003321629},
author={Yun-Na Jeong and Kim Jeongyeon},
title={Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings},
journal={The Sociolinguistic Journal of Korea},
issn={1226-4822},
year={2026},
volume={34},
number={1},
pages={473-502}
TY - JOUR
AU - Yun-Na Jeong
AU - Kim Jeongyeon
TI - Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings
JO - The Sociolinguistic Journal of Korea
PY - 2026
VL - 34
IS - 1
PB - The Sociolinguistic Society Of Korea
SP - 473
EP - 502
SN - 1226-4822
AB - Despite the growing interest in the role of first language (L1) in English-medium instruction (EMI) contexts, few studies have examined how L1 instruction influences learners’ writing beliefs, motivation, and perceptions of instructional languages. This study investigates the effects of genre-based L1 writing instruction on core writing beliefs among Korean university students in relation to their motivational orientations and perceptions of Koreans’ role within a broader EMI context. A mixed-methods approach was employed, combining questionnaire data from 140 university students with eight semi-structured interviews. The results showed that following the writing instruction, students’ beliefs about key writing skills shifted, with greater emphasis placed on textual structure and logical organization. Alongside these changes, both intrinsic and extrinsic writing motivation increased by the end of the course. Notably, extrinsic motivation was strongly correlated with students’ perceptions of the instructional languages (English and Korean). Qualitative findings further highlighted the importance of meaningful L1 writing experiences and the role of English as a disciplinary language in engineering education. These findings underscore the pedagogical and policy relevance of strategically incorporating L1 instruction to enhance the effectiveness of EMI in higher education.
KW - learner beliefs;L1 writing motivation;instructional language;English-medium instruction (EMI)
DO -
UR -
ER -
Yun-Na Jeong and Kim Jeongyeon. (2026). Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings. The Sociolinguistic Journal of Korea, 34(1), 473-502.
Yun-Na Jeong and Kim Jeongyeon. 2026, "Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings", The Sociolinguistic Journal of Korea, vol.34, no.1 pp.473-502.
Yun-Na Jeong, Kim Jeongyeon "Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings" The Sociolinguistic Journal of Korea 34.1 pp.473-502 (2026) : 473.
Yun-Na Jeong, Kim Jeongyeon. Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings. 2026; 34(1), 473-502.
Yun-Na Jeong and Kim Jeongyeon. "Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings" The Sociolinguistic Journal of Korea 34, no.1 (2026) : 473-502.
Yun-Na Jeong; Kim Jeongyeon. Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings. The Sociolinguistic Journal of Korea, 34(1), 473-502.
Yun-Na Jeong; Kim Jeongyeon. Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings. The Sociolinguistic Journal of Korea. 2026; 34(1) 473-502.
Yun-Na Jeong, Kim Jeongyeon. Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings. 2026; 34(1), 473-502.
Yun-Na Jeong and Kim Jeongyeon. "Transforming Beliefs in Writing, Motivation and Language Perceptions through L1 Instruction in EMI Settings" The Sociolinguistic Journal of Korea 34, no.1 (2026) : 473-502.
